Resources - Mrs. Miller's Room 122



Advanced Placement Language and Composition 2018-2019Mrs. Melissa Miller – Room 122Louisville Male Traditional High School4409 Preston Hwy. Louisville, KY 40213(502) 485-8292melissa.miller@jefferson.kyschools.usGRADES: AGENDAS: NOTICE: Please utilize my website at . All daily agendas are posted on this site so that you can see what we are doing in class and what the homework assignments are. You may also see announcements and access numerous handouts and worksheets. You may also e-mail me directly from that site. In addition, I will be utilizing Jupiter Ed for grades and other assignments/activities. Information will be sent home for you to sign up for notifications and access to your student’s grades.COURSE OVERVIEW: The AP English Language and Composition course aligns to an introductory college-level rhetoric and writing curriculum, which requires students to develop evidence-based analytic and argumentative essays that proceed through several stages or drafts. Students evaluate, synthesize, and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects in non-fiction texts, including graphic images as forms of text, from many disciplines and historical periods. (AP College Board- ) This course will also incorporate the Kentucky Core Academic Standards. Those standards can be found at OBJECTIVES:The AP English Language and Composition course is designed to help students become skilled readers and writers through engagement with the following course requirements: Composing in several forms (e.g., narrative, expository, analytical, and argumentative essays) about a variety of subjectsWriting that proceeds through several stages or drafts, with revision aided by teacher and peersWriting informally (e.g., imitation exercises, journal keeping, collaborative writing), which helps students become aware of themselves as writers and the techniques employed by other writersWriting expository, analytical, and argumentative compositions based on readings representing a variety of prose styles and genresReading nonfiction (e.g., essays, journalism, science writing, autobiographies, criticism) selected to give students opportunities to identify and explain an author’s use of rhetorical strategies and techniquesAnalyzing graphics and visual images both in relation to written texts and as alternative forms of text themselvesDeveloping research skills and the ability to evaluate, use, and cite primary and secondary sourcesConducting research and writing argument papers in which students present an argument of their own that includes the analysis and synthesis of ideas from an array of sourcesCiting sources using a recognized editorial style (Modern Language Association)Revising their work to develop a wide-ranging, rich vocabulary used appropriately and effectively;A variety of sentence structures, including appropriate use of subordination and coordination;Logical organization, enhanced by techniques such as repetition, transitions, and emphasis;A balance of generalization and specific, illustrative detail; andAn effective use of rhetoric, including tone, voice, diction and sentence structure.CORE ACADEMIC CONTENTUnits of Study may include, but are not limited to the following: introduction to and review of literary terms and rhetorical devices; analysis of rhetorical strategies (diction, tone, syntax, figurative language, imagery); modes of discourse (narration, description, exposition, argumentation); modes of persuasion; forms of appeal (ethos, logos, pathos); elements of Classical, Rogerian, and Toulmin arguments; logical fallacies; propaganda; visual literacy.ResourcesHeinrichs, Jay. Thank You for Arguing: What Aristotle, Lincoln, and Homer Simpson Can Teach Us about the Art of Persuasion. New York: Three Rivers Press, 2013. Print.Kennedy, X. J., et al., eds. The Brief Bedford Reader. 9th edition. Boston: Bedford/St. Martin’s, 2006. Print.Kolln, Martha, and Loretta Gray. Rhetorical Grammar: Grammatical Choices, Rhetorical Effects. 7th edition. New York: Longman, 2012. Print.Peterson, Linda H., et al., eds. The Norton Reader. 13th edition. New York: W. W. Norton, 2011. Print.Various additional resources and handouts.On-Going Current Events AssignmentSuccess in AP Language depends on your knowledge of issues and events, both current and historic. To be successful in this course, you must read widely and continuously about current local, national and international issues, and about topics of interest in other fields (science, sociology, psychology, economics, education, etc.). Your own interests should guide your initial reading.This current issues assignment will help to improve your summarizing, analyzing, and grammatical skills. In addition, it will help you on the Argument portion of the AP exam. Lastly, this assignment will require you to familiarize yourself with MLA style bibliographic citations. Vocabulary Students develop stronger vocabulary through focus on ten words per week based on reading selections. Vocab tests cover current words and also cycle back to words already covered in order to reinforce long-term retention. Use of these vocabulary words is expected in written assignments and in formal writing assignments. NotebooksNotebook entries will consist of grammar rules and activities specific to writing issues identified through student work. In addition, the notebook will be used for journal writing, imitation exercises, and for reflection. Furthermore, students will use the notebook to respond to quotes and explore ideas rooted in class discussions and readings.PROPOSED UNITS OF STUDY Subject to change due to time constraints and needs of the class.Unit One- Introduction to Rhetorical Elements, Appeals, and Logical FallaciesSummer Reading - Catcher in the Rye—J.D. SalingerNonfiction -“The Ways We Lie” – Stephanie EricssonAnd other nonfiction selectionsPrimary Writing Focus – Introduction to Rhetorical AnalysisUnit Two – Argument: Toulmin, Rogerian, and Classical Structures and Argument through Propaganda, Visual Literacy, and SpeechesLiterary Focus – The Crucible by Arthur MillerNonfiction Suggestions –Maus by Art Spiegelman“Common Sense” – Thomas PaineSpeeches by Winston Churchill“Perils of Indifference” – Elie WieselMcCarthyism Unit Maps and other graphic images, Herblock cartoons, Editorial – “’Reds’ against the Brownies” and related news articlesPrimary Writing Focus – Researched Argument EssayAnd Continuation of Rhetorical AnalysisUnit Three – Synthesizing IdeasLiterary Focus – The Great Gatsby by F. Scott FitzgeraldNonfiction and Poetry Suggestions–“The Scaffolding of Rhetoric” – Winston Churchill“Where I Lived, and What I Lived For” excerpt – Henry David Thoreau“A Hole in the Wall” – Andrea Barrett“No Man Is an Island” – John Donne“Knowledge and Virtue” – John Henry NewmanFrom “Poor Richard’s Almanack” – Benjamin Franklin“Tides” – Rachel Carson“The Morals of a Prince” – Niccolo Machiavelli“What Does ‘Boys Will Be Boys’ Really Mean?”—Deborah M. RoffmanPrimary Writing Focus – Synthesis EssayUnit Four – Crafting Your WritingLiterary Focus – Their Eyes Were Watching God by Zora Neale HurstonNonfiction and Poetry Suggestions- “How It Feels to be Colored Me” – Zora Neale Hurston“Barbie Doll” – Marge Piercy“A Vindication on the Rights of Woman” – Mary Wollstonecraft“I Have a Dream” – Martin Luther King, Jr.“Black Men in Public Spaces” – Brent Staples“I Want a Wife” – Judy Brady“Not All Men Are Sly Foxes” – Armin A. Brott“The World of Doublespeak” – William LutzPrimary Writing Focus – Researched Argument EssayUnit Five – Final Preparations for the AP ExamLiterary Focus – The Scarlet Letter by Nathaniel HawthorneNonfiction Suggestions–“Sinners in the Hands of an Angry God” – Jonathan Edwards“Putting in a Good Word for Guilt” – Ellen Goodman“The Value of Children: A Taxonomical Essay” – Bernard R. Berelson“What Are You Afraid Of” – Joseph Epstein“On Teenagers and Tattoos” – Andres MartinPrimary Writing Focus– Review of Rhetorical Analysis Unit Six – Reflection and Defining of SelfLiterary Focus – Short Stories, Poetry, and Song LyricsNonfiction Suggestions –“How You Became You” – Bill Bryson“No Name Woman” – Maxine Kingston“The Color of Love” – Danzy Senna“The Way to Rainy Mountain” – N. Scott Momaday“Shooting an Elephant” – George Orwell“Neat People vs. Sloppy People” – Suzanne Britt“Cut” – Bob Greene“One of the Girls” – Leslie HeywoodPrimary Writing Focus – Personal EssayAdditional Unit (May be substituted for another)Literary Focus – The Adventures of Huckleberry Finn by Mark TwainNonfiction Suggestions–“Salvation” – Langston Hughes“Advice to Youth” – Mark Twain“Gettysburg Address” – Abraham Lincoln“Pride to One Is Prejudice to Another” – Courtland Milloy“Homeless” – Anna Quindlen“Dumpster Diving” – Lars Eighner“On Compassion” – Barbara Lazear Azscher“Behind the Formaldehyde Curtain” – Jessica Mitford“The Singer Solution to World Poverty” – Peter Singer“A Modest Proposal” – Jonathan SwiftClassroom Rules and Expectations:Be on time to class and fully prepared with binder, notebook, paper, pens, etc. Any additional necessary items will be listed in the previous day’s agenda. Begin working as soon as bell rings. That means that you must be in your seat when the bell rings.No food, candy, or drinks (except water bottles). Please refrain from these in my classroom as they attract unwelcome critters.The student planner and district code of conduct cover all other rules, and parents and students are expected to have read those rules and to abide by them at all times. Hall passes – students will not be issued hall passes to return to their lockers to retrieve work or classroom materials. Homework may be brought to me later on the same day for half credit. Restroom passes will be issued on a limited basis and must not disrupt the educational process. Students are encouraged to use the water fountains and restroom facilities during the passing periods.Work must be turned in at time requested. Late work will be accepted for half credit. All typed papers must be printed prior to the start of class.Make-up work is specifically addressed in the student planner. If you have an excused absence, you have the number of days missed plus one to turn in work. It is your responsibility to get the agendas for the days missed and to request all make-up work. The daily agenda is posted on my website: . Assignments given prior to the absence do not warrant additional time just because of the absence.If a test or other assessment is missed, the student must make arrangements to take the assessment after school. Any assessment not taken within the number of days plus one for excused absences will receive an automatic zero unless prior arrangements have been made with and approved by the teacher for another day. If a group project or a scheduled presentation is missed due to an excused absence, you will have to make arrangements to present after school. If it is not an excused absence, you forfeit the grade and will receive a zero. Keep all assignments in your binder or folder. If at any point there is a dispute over a grade, especially a zero, it will be necessary for you to produce the graded assignment in question. If you cannot produce that assignment, then the zero will remain.Plagiarism will result in an automatic zero, a phone call home, and a referral.These rules are in addition to the rules detailed in the student planner and the district’s code of conduct and may be subject to change if behavior necessitates any further amendments. I am available after school for help on any work or conferencing on any writing assignments.Supplies Needed:Summer Reading Notebook Binder with 5 dividersLoose-leaf paper, college-ruledPens and PencilsHighlighters (at least four colors)Book to Purchase:Each student may need to purchase a copy of a novel for annotating. Students may bring in their own copies as long as they can annotate in them. They may also pay approximately $3.00-$4.00 for a copy I have ordered. Do not bring in any money until instructed to do so.Grading: Grades are posted on Jupiter Grades weekly throughout the semester. I will send login information so that both students and two parents/guardians can view those assignments and grades. Semester and final grades will be posted to Infinite Campus and can be viewed through the Parent Portal.The grading for this course is 50% for Student Mastery (tests, essays, and other assessments), 30% for Student Progress (homework, classwork, quizzes) and 20% for Student Engagement (participation, notebook/binder) in accordance with guidelines in the Student Progress, Promotion, and Grading Handbook for 2018-19. The district grading scale is as follows: 90-100 = A, 80-89 = B; 70-79 = C; 60-69 = D; 0-59 = U. I will update grades once a week, but please be reminded that essays and other complex assignments may take weeks to evaluate and post. We are now on semester grades. That means that grades are final at the end of the semester, and students earn ? credit for each semester. If a student fails a semester, he/she will have to take that semester again, most likely through summer school/eSchool. There is a cost for this.Final Exams/Projects for each semester will be worth up to 20% of the overall semester grade following compliance with current JCPS SPP&G GuidelinesPlease detach this page, fill out, and return to Mrs. Miller.Parent Section (Only one parent/guardian needs to complete)I have read the above syllabus and will abide by and cooperate with the rules and expectations set forth. If I have any questions or concerns I will contact Mrs. Miller to discuss them by e-mail at melissa.miller@jefferson.kyschools.us or by phone at (502)485-8292.I know that I can check the AP Daily Agendas on to see what my child is working on in AP Language & Composition and what homework or studying he/she should be doing. I can check for grades and missing assignments. I have logged into Jupiter and updated my account on the SETTINGS tab so that I can receive alerts about grades via the following: Circle one:TEXTEMAILSTEXTS and EMAIL Circle one: DAILY (except weekends)ONCE A WEEK on _____________________ (write in the day)Print Parent Name ___________________________________________________________Parent Signature________________________________________ Date__________________Phone Number(s) ______________________________________________________________Parent Email _____________________________________________Student SectionI have read the above syllabus and will abide by and cooperate with the rules and expectations set forth. If I have any questions or concerns I will contact Mrs. Miller to discuss them by e-mail at melissa.miller@jefferson.kyschools.us or by phone at (502)485-8292.I know that I can check the daily agendas on for my work. This is my responsibility to do before coming to class when I have been absent or have missed class for any reason.I can check for grades and missing assignments. I have logged into Jupiter and set my account so that I can receive text and/or email alerts about grades and missing assignments each week. I can also receive texts and emails from the teacher sent through Jupiter.Print Student Name_________________________________________ Period________________Student Signature_________________________________________ Date__________________Student Phone Number Used for Jupiter Alerts/Messages_________________________________Student Email Used for Jupiter_______________________________________________________ ................
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